Universal Planning Tool Working Title: Save a Life Content Standards: Physics (Gr. 11) · Students will calculate the velocity and acceleration of a moving object. · Students will determine the velocity and displacement for objects under constant acceleration. · Students will learn to use an organized strategy for solving motion problems. · Students will use Newton’s Laws of Motion in solving problems. Information Literacy/Inquiry Standards/21st c. Skills: 1.1.3 - Develop and refine a range of questions to frame the search for new understanding. 1.1.6 – Read, view, and listen for information in any format in order to make inferences and gather meaning. 1.1.9 – Collaborate with others to broaden and deepen understanding. 2.1.1 – Continue an inquiry-based research process by applying critical thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.3 – Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.5 – Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 3.1.1 – Conclude an inquiry based research process by sharing new understandings and reflecting on the learning. 3.1.5 – Connect learning to community issues. 4.1.8 – Use creative and artistic formats to express personal learning. Purpose: You work with a health organization and need to drop medical supplies in Japan, without breaking them. Students construct an apparatus that will keep a raw egg from cracking when dropped from increasing heights, i.e. the “Egg-Drop” experiment. Essential Question connecting content to purpose: How can you apply the principles of Newton’s second law, force and acceleration due to gravity, collision, and resilience to save peoples’ lives? Work habits: Students follow directions, manage time, organize work, work collaboratively, attend to detail, and think creatively and critically. Thinking skills: Students calculate velocity. Students design a schematic that they use to make an apparatus. They guess which apparatus is best and justify their answers. Students also make analogies between this experiment and real- world situations. Finally, after the experiment, students evaluate their apparatus, identify error, and revise the design in a written paper. Formats of Products and/or Performances:
schematic with calculations
apparatus to protect the egg
rationale for your design
chart of drop information
revisions you would make to the apparatus
real-life situations in which you could use this knowledge
Audience: classroom teacher, peers, American Red Cross, or other philanthropic organizations Role of learner in task: scientist for a health organization Instructional arrangement(s): · group assignment to create the apparatus, schematic, rationale, and chart o groups are created by the teacher and each group will have at least one strong student and one weak student · individual assignment for paper including revisions and real-life situations Technology or resources suggested:
Collaborative teaching roles and responsibilities: LMS - Schedule library time with the teacher - Demonstrate how to use OPAC to find books, magazines and videos relating to the project - Contact a local helicopter pilot or cargo plane pilot to speak with the students - Assist students in finding sources Teacher - Teach students content required for the project such as, Newton’s second law, gravitational acceleration, collision, and resilience. - Schedule library time with the LMS - Find an area to perform the egg-drop - Explain the project and grading rubric to students - Assist students in finding sources - Answer questions about calculations and designs. - Monitor egg dropping - Grade the schematic, calculations, apparatus, and papers Timeline: 5 Classes Day 1 – (LMC) The teacher explains the project. The LMS shows the students helpful materials. Students have time to research and brainstorm ideas with their group members. Day 2 – (Classroom) Students create their schematic and make calculations based on their idea. Day 3 – (Classroom) Students build the actual apparatus and finalize calculations from the previous day. Day 4 – (Drop Site) Students drop their apparatuses with the egg from increasing heights and record this data in a chart. For homework, students individually write a short paper that analyzes the data chart. The paper includes an evaluation of their apparatus, what worked well, what did not, and what changes they would make. Students conclude the paper with more real-life examples that relate to the egg-drop experiment. Day 5 – (Classroom) During the first half of class, the class discusses the overall experience of the egg-drop experiment and students share some of their papers.
Working Title: Save a Life
Content Standards: Physics (Gr. 11)
· Students will calculate the velocity and acceleration of a moving object.
· Students will determine the velocity and displacement for objects under constant acceleration.
· Students will learn to use an organized strategy for solving motion problems.
· Students will use Newton’s Laws of Motion in solving problems.
Information Literacy/Inquiry Standards/21st c. Skills:
1.1.3 - Develop and refine a range of questions to frame the search for new understanding.
1.1.6 – Read, view, and listen for information in any format in order to make inferences and gather meaning.
1.1.9 – Collaborate with others to broaden and deepen understanding.
2.1.1 – Continue an inquiry-based research process by applying critical thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.3 – Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.
2.1.5 – Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
3.1.1 – Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.
3.1.5 – Connect learning to community issues.
4.1.8 – Use creative and artistic formats to express personal learning.
Purpose: You work with a health organization and need to drop medical supplies in Japan, without breaking them. Students construct an apparatus that will keep a raw egg from cracking when dropped from increasing heights, i.e. the “Egg-Drop” experiment.
Essential Question connecting content to purpose: How can you apply the principles of Newton’s second law, force and acceleration due to gravity, collision, and resilience to save peoples’ lives?
Work habits: Students follow directions, manage time, organize work, work collaboratively, attend to detail, and think creatively and critically.
Thinking skills: Students calculate velocity. Students design a schematic that they use to make an apparatus. They guess which apparatus is best and justify their answers. Students also make analogies between this experiment and real- world situations. Finally, after the experiment, students evaluate their apparatus, identify error, and revise the design in a written paper.
Formats of Products and/or Performances:
Audience: classroom teacher, peers, American Red Cross, or other philanthropic organizations
Role of learner in task: scientist for a health organization
Instructional arrangement(s):
· group assignment to create the apparatus, schematic, rationale, and chart
o groups are created by the teacher and each group will have at least one strong student and one weak student
· individual assignment for paper including revisions and real-life situations
Technology or resources suggested:
Collaborative teaching roles and responsibilities:
LMS
- Schedule library time with the teacher
- Demonstrate how to use OPAC to find books, magazines and videos relating to the project
- Contact a local helicopter pilot or cargo plane pilot to speak with the students
- Assist students in finding sources
Teacher
- Teach students content required for the project such as, Newton’s second law, gravitational acceleration, collision, and resilience.
- Schedule library time with the LMS
- Find an area to perform the egg-drop
- Explain the project and grading rubric to students
- Assist students in finding sources
- Answer questions about calculations and designs.
- Monitor egg dropping
- Grade the schematic, calculations, apparatus, and papers
Timeline: 5 Classes
Day 1 – (LMC) The teacher explains the project. The LMS shows the students helpful materials. Students have time to research and brainstorm ideas with their group members.
Day 2 – (Classroom) Students create their schematic and make calculations based on their idea.
Day 3 – (Classroom) Students build the actual apparatus and finalize calculations from the previous day.
Day 4 – (Drop Site) Students drop their apparatuses with the egg from increasing heights and record this data in a chart.
For homework, students individually write a short paper that analyzes the data chart. The paper includes an evaluation of their apparatus, what worked well, what did not, and what changes they would make. Students conclude the paper with more real-life examples that relate to the egg-drop experiment.
Day 5 – (Classroom) During the first half of class, the class discusses the overall experience of the egg-drop experiment and students share some of their papers.